UNIVERSITY OF TEXAS AT ARLINGTONDEPT OF CURRICULUM AND INSTRUCTIONNEW TEACHER WEBINAR 2Advice for New TeachersOCTOBER 19, 2013

BUILDING COMMUNITY AND RAPPORT

*Recordings will be available of all webinars. No names will be visible in the recordings.

Chat window1. All: *Type a greeting in the chat

window! 2. Optional: Type what you hope to learn during the webinar.

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Welcome! We hope you learn a lot!

Your co-hosts and virtual guides! Dr. Amber Brown Dr. Peggy Semingson Dr. Leisa Martin Prof. Mary Curtis

Ask questions at any time in the chat window!There will also be time to ask questions after each presenter speaks.

These are our opinions and suggestions! The opinions of each of the panelists are their own individual

viewpoints.

Our goal is for you to hear a variety of viewpoints to help support you in your first years of teaching! We have been down the road you are going!

GOALS/GUIDELINES Support Respect Dialogue Sharing

Logistical & technical tips

Raise hand to speak and press “Talk” if you wish to speak. Speaking is not required!

Ask questions along the way. No one can see you unless you press “Video”; Press

“Talk” to speak. Raise hand to speak. Speaking is optional. Make a list of “Things to Google” later. Use chat window often throughout. We will check it

throughout it and respond in “real time” Use of emoticons are encouraged. Webinar is about 60-75 minutes in length.

Goals of UTA New Teacher Induction-Open to everyone!

Teacher Induction Project: Building Digital Community: The purpose of the three fall webinars are to begin to build "digital community" for current students and alumni of the department and for new teachers beyond UT Arlington. The focus is primarily on building knowledge for recent graduates as part of a larger overall teacher induction initiative. The focus will be on digital interactivity and participation around crucial topics to new teachers.

Webinar 3 (November 16, 1:00 pm, CST): Behavior Management (Dr. Jon Leffingwell, Dr. Diane Galloway) The join link (and recordings) will be posted on Facebook Page

and the New Teacher blog:

http://blog.uta.edu/utanewteachers/

Spring Webinar Topics!Please join us! Diversity Response to Intervention/Differentiation Bilingual/ESL Technology Integration/21st century learning

UTA New Teachers Bloghttp://blog.uta.edu/utanewteachers/

*We will post webinar recordings here soon! We are looking for guest bloggers —students, teachers,

and faculty. Contact Dr. Semingson at peggys@uta.edu with your fabulous ideas!

Where we are now:

Thanks for joining us! Please use the marker/pen tool to mark a small x below where you are at. You can also type it in the chat window:

Poll question: Where are you in your teaching

career? Select A-E Voting is optional! We will display the results!

I am currently a:

A. Pre-service teacherB. First year teacherC. 2nd or 3rd year teacherD. 4th year+ teacherE. Faculty or none of the above

Elementary Classroom Environment

Dr. Amber Brown

Dr. Amber Brown  I graduated from the University of North Texas with a doctorate degree in

Early Childhood Education. I taught first grade for one year and then a first/second grade merged

class for another year. I also spent four years as a four-year old teacher and another three years

as a preschool director. In addition to many years of private and public school experience, I have

conducted parent involvement training for teachers and parent educators at school districts as well as state and national conferences. I also served as the evaluator for the Home Instruction for Parents of Preschool Youngsters (HIPPY) program for three years before coming to the University of Texas at Arlington. I am currently an Assistant Professor in the Department of Curriculum and Instruction at the University of Texas at Arlington.

3 Components of a Classroom Environment

Physical – space, room arrangement, equipment, materials

Human – social atmosphere, interactions between and among children and adults

Curricular – content, experiences, routines, schedule, values, goals, and daily organization

POLL: Which of these classrooms feels the most warm and welcoming?Vote using the drop-down voting tool in the Participants’ window (next to the “hand”)

Creative Commons Some rights reserved by knittymarie

A

D

Carey, Chris. schl006.jpg. 4/1/1996. Pics4Learning. 16 Oct 2013 <http://pics.tech4learning.com>

C

B

Source: Used with permission from Patti Belknap

Kamrud, Mike. classroom.jpg. 2010. Pics4Learning. 16 Oct 2013 <http://pics.tech4learning.com>

Source: Used with permission from Brittany Saliano

The Physical Environment of the Classroom Supports Tasks to be Carried Out There

Frequently used classroom materials are accessible to students at all times.

Shelves and storage areas are well organized so it's clear where materials and equipment belong.

Source: Used with permission from Brittany Saliano

The Physical Environment of the Classroom Supports Tasks to be Carried Out TherePathways throughout the room, such as those to pencil sharpener, drinking fountains, or trashcans, are designed to avoid congestion.

Seating arrangements allow students a clear view of instructional presentations.

Source: Used with permission from Patti Belknap

The Physical Environment of the Classroom Supports Tasks to be Carried Out There

Seating arrangement and teaching space allows you to easily establish collective and individual contact with all students.

Seating arrangements are consistent with the amount of contact among students desired (for example, if you don't want group discussion, don't arrange students in a small group or circle.) Source: Used with permission from Brittany Saliano

The Physical Environment of the Classroom Supports Tasks to be Carried Out There

Stock your room with a variety of activities or materials that are relevant to content or curriculum.

Alter physical space to meet student needs and generate student interest.

Source: Used with permission from Patti Belknap

The Physical Environment of the Classroom Provides Security and PleasureAdd elements of softness

in room.Create a retreat area for

students to have separation from the rest of the class (but not removed from your visual observation.)

Source: Used with permission from Patti Belknap

The Physical Environment of the Classroom Provides Security and Pleasure

Use a variety of colors and textures to create a pleasing environment.

Use plants, colorful posters, and instructionally relevant bulletin board displays to decorate.

Make sure room complies with safety standards for fire, earthquake, and other emergency situations.

Secure equipment or materials with locks and latches as appropriate.

Source: Used with permission from Brittany Saliano

The Physical Environment Reflects the People who Teach and Learn There.

Personalize classroom space so that it communicates information about you and your students.

Display student work as well as evidence of your own accomplishments or experiences (e.g. teacher certificate, diplomas, merit awards, family photos, etc.)

Source: Used with permission from Patti Belknap

On the message board in the chat window post your response to the following:

Think back to one of your past teachers that made you feel comfortable and safe:What did he/she do to make you feel this

way?

Feel free to respond to other people’s ideas!

HumanResearch shows that the quality of student

learning outcomes is affected by how warm and approachable students perceive their teachers to be.

When teachers make it clear to students that they are concerned about their students' emotional needs, as well as their curriculum and learning needs, students seem to participate better in class, and in particular seem more prepared to ask for help when they are in difficulty.

Bucholz and Sheffler (2009)

Emotional EnvironmentMake your classroom a safe

place for students to ask questions of you and each other. This encourages conversation rather than you lecturing.

Let your students know that there are no dumb questions and prove your point by thoughtfully answering queries.

Emotional Environment

Show understanding and openness so students feel confident to speak openly about their needs and to talk about problems, in an atmosphere that is not confrontational.

Emotional Environment

Treat students with respect. Students need to feel they

can trust the teacher before they'll open up about difficulties they may have, either personal problems or problems with understanding the learning.

Emotional Environment

Do not allow bullying in any form and take any report of this sort of behavior seriously.

Make it clear that your classroom is a place of acceptance and diversity.

Model appropriate behavior by exhibiting interest in different cultures, learning styles and traditions

Emotional Environment

Let student know that making it clear that it's acceptable to make mistakes when learning, in fact making mistakes is important for true learning to take place.

“I have not failed. I've just found 10,000 ways that won't

work.”Thomas A. Edison

Social Environment

Build a team spirit by letting your students get to know you and each other. Share stories about your family and likes and encourage them to do the same.

Princess Leia Brown

Curricular

Scheduling refers to deciding who will do what and when they will do it.

Routines are events that are completed on a regular basis, frequently involving a series of responses.

Why do schedules and routines matter?

Influence children’s emotional, cognitive, and social development.

Help children feel secure and comfortable.Help children understand the expectations of the

environment.Reduce the frequency of problem behaviors.Result in higher rates of child engagement.

Happy children!

Basic Ground Rules for Children’s BehaviorBe safe.

Stop behavior if it presents a clear risk of harm to oneself or others.

Be kind.Stop behavior if it infringes on the rights of others.

Be neat.Stop behavior if it will unnecessarily damage the

environment.

Classroom Rules

Ask students on the first day of school to help you set rules for the classroom, including consequences and rewards. Rules that students help to make will be less likely to feel arbitrary.

Source: Used with permission from Kristen Dimini

A Positive Classroom Environment Starts with You!Be approachable – but with boundariesBe friendly – but not their best friendBe helpful – but don’t do it for themBe supportive – but not enabling Be consistent – but not inflexibleBe confident – but not

Take-Aways Arrange space to meet the needs of all learnersUse time flexiblySelect appropriate learning materialsCreate a climate that affirms diversityShow students that you care about them and what

they are learningConnect with children’s families

Additional Resources http://

corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1102&context=ejie

http://www.psychologicalscience.org/index.php/publications/observer/2011/january-11/creating-the-foundation-for-a-warm-classroom-climate.html

http://www.scholastic.com/teachers/article/classroom-organization-physical-environment

http://www.youtube.com/watch?v=DTT9i4n6cxM

ReflectType in the chat windowWhat ideas did you find most interesting?

What questions do you have for Dr. Brown?

Thank you, Dr. Brown! [virtual applause!]

Building Community with Literacy/Language Arts Instruction

Dr. Peggy Semingson

Dr. Semingson and her niece, Naomi

Bio-Dr. Semingson Former bilingual/ESL teacher and reading specialist (8 years, elementary, public schools)

Ph.D. in Language and Literacy from UT Austin

Sixth year as professor at UT Arlington

What works to help foster sharing, community, and academic dialogue in the classroom? HONESTY RESPECT TRUST ACTIVE LISTENING [teach this; model this!] CONSISTENCY FAIRNESS/EQUITY (Be equitable in who shares how often

and how you respond) MODEL HIGH-LEVEL DISCUSSION AND SHARING

“Big Ideas” about building community and rapport during literacy instruction Before School Starts! Sharing about yourself in safe ways that motivate and

encourage students. Writing instruction Encouraging students to share and write about about their

lives/communities/worlds PhotoEssays; Blogging Diversity; Bilingual/Multi-lingual texts and authors

“Big Ideas” continuedReading Instruction-Texts about community-building-Fostering dialogue: “Accountable Talk” (source: Michaels, O’Connor, Hall, & Resnick, 2010)

Multi-modal literacies and technology: building digital community

Before School Starts! Send out a written postcard to each student (if possible). Phone calls to introduce yourself (if possible) Know the community in which you teach

What else can you do before school starts to connect with families and students?

Getting to know you--Sharing about yourself to model openness (and to generate writing topics): safe & universal topics Share about yourself in “safe” ways. I shared about myself in my elementary classroom in these ways:

Twin Places I’ve lived (this comes into play in writing instruction, especially) My favorites/preferences (academic and personal [appropriate]) Pets Cars; with my third graders, discussion about cars led to my stocking the classroom library

with books on cars! This motivated students to read together about a shared interest. Food is a universal topic!

*Unity through diversity; discuss how we are alike and yet diverse!

What else are good topics to share about?

digital literacy visual literacyThis means we will be doing more visual and digital sharing! Here I use family pictures to inspire my own writing. I encourage students to write from photos, as well. This helps us get to know each other at the beginning of the year.

Writing Instruction: Heart MappingSource; Inspired from: Dorfman, L. R., & Capelli, R. (2007). Mentor texts: Teaching writing through children’s literature, K-6. Portland: Stenhouse Publishers.

Free app: Screenchomp [iPad]

--audio narration (screencasting)--can share link digitally--students can create their own “multi-modal heart map” and can link it to a networked sharing tool such as:--KidBlog--EdModo

Also: FotoBabble

Tablet tools are increasingly ubiquitous; think of creative and safe ways they can be used to foster digital community building. Visuals can be included.

Poetry to Share about Identity George Ella Lyon “Where I’m From” (grades 3-12)

http://georgeellalyon.com/ *Guided web tour of poem

Read the text; discuss meaning Provide a structure for students to pre-write and organize

their own thoughts Memories, culture, traditions, language, etc. Students write their own poem.

Vignette Writing— “slice of life” sharing from pictures/digital images Inspirational authors Vignette writing especially good at beginning of year http://carmenlomasgarza.com/; example of culturally relevant

author; bilingual/bicultural *Guided web tour of author’s web site to encourage students to write and share about their own lives. Your Turn: What are good “getting to know you” writing topics that can

inspire short pieces of writing to build community?

Encouraging students to share and write about their lives/communities/worlds

PhotoEssaysBloggingHave guidelines (digital citizenship)Kidblog.com *encourage students to write and share about

their own lives. Cross-class blogging.

Caveat and considerations: Don’t pry; allow students to share as they wish.

Other ideas: Make inspiring Quotes a part of your classroom! Post, discuss, have students bring or post their own.

Write about them. Read about them.

“If you can't fly then run, if you can't run then walk, if you can't walk then crawl, but whatever you do you have to keep moving forward.” ― Martin Luther King Jr.

Reading Instruction Texts about community-building Example: Uncle Jed's Barbershop by Margaree King Mitchell

and James Ransome

Examples: http://wweb.uta.edu/faculty/peggys/Community.htm

Chapter books (example): Seedfolks by Sid Fleischman

What else?

Anti-bullying curriculum Lots of good book lists on the internet

Suggested resource:

Bullying Hurts: Teaching Kindness Through Read Alouds and Guided Conversation by Lester Laminack (Author) , Reba Wadsworth (Author)

Accountable Talk®*(as described by Michaels, O’Connor, Hall, &

Resnick, 2010)

Structured stems or prompts that help students to engage in “cross-talk”

http://www.wordgeneration.org/atbigpic.html

For the 2013 Accountable Talk Sourcebook, please see: ifl.lrdc.pitt.edu/ifl/

index.php/download/index/ats/

• Reference:  Michaels, S., O'Connor, M. C., Hall, M. W., & Resnick, L. B. (2010). Accountable Talk Sourcebook Version 3.1. 

• Retrieved from: http://ifl.lrdc.pitt.edu/ifl/index.php/download/index/ats/

Multi-modal literacies and technology: building digital community

EdModoScrap-blogging

Kidblog

Academic integration and community building with a school garden

Interactive Poll!

Have you ever participated in a school or community garden?

Green check (yes)Red X (no)

Chat: What was it like? How could it potentially build community?

Resource for DFW Area Educators:Real School Gardenshttp://www.realschoolgardens.org/

ReflectType in the chat windowWhat ideas did you find most interesting?

What questions do you have about community building and literacy/language arts instruction?

Dr. Leisa Martin Dr. Leisa A. Martin is an Assistant Professor of Social Studies

Education at The University of Texas at Arlington. Her research focuses on civic education with two subareas (student perceptions about the United States Pledge of Allegiance and students’ perceptions about service-learning).

Dr. Martin is a former middle school social studies teacher and a former G.E.D. (General Educational Development Test) teacher.

Dr. Leisa Martin,Social Studies Education, UT Arlington“Building community and rapport through think, pair, and share.”

ThinkPairShare.

Video clip entitled Think-Pair-Share (1.30 min.) http://www.youtube.com/watch?v=YGCyk_QaC0I

Lyman, F. T. (1981). The responsive classroom discussion: The inclusion of all students. In A. Anderson (Ed.), Mainstreaming Digest (pp. 109-113). College Park: University of Maryland Press.

Have you tried think-pair-share to build classroom community?

Green check (yes)

Red X (no)

If you have tried it, do you have advice or suggestions for us?

Thank you, Dr. Martin! [virtual applause!]

Professor Mary Curtis-Bio Mary Curtis is currently a Visiting Assistant Professor in the

Department of Curriculum and Instruction and the Director of the Center for Social Science Education at UT Arlington. Originally from Houston, Texas, Ms. Curtis worked from 1998 – 2008 as a social studies teacher, lead geography teacher, and curriculum writer for Clear Brook HS (CBHS) in the Clear Creek Independent School District (CCISD). She is a Teacher Consultant for the Texas Alliance for Geographic Education (TAGE) and has presented at a number of Alliance sponsored workshops and training events for K-12 educators for several years.

She entered the doctoral program in geography education at Texas State University, while still teaching in CCISD. In 2013 she came to work for the University of Texas at Arlington as the Director of the Center for Social Science Education and the Director of the College and Career Readiness Initiative (CCRI) Social Studies Faculty Collaborative.

Her research interests include K-12 education, teacher preparation, teacher content and pedagogical knowledge, geospatial technology, geoliteracy, and education policy.

Building a Classroom Community A High School Example

Teaching Background Classroom Environment

Extension of My Personality Draw on Personal Background

Introspective Questions: (Constantly evolving) What do I want my students to feel (in class/with peers)? What can I control? What can I do about how they feel (about themselves, each other, entering

the class, etc.)?

Decision: What do I want? Avoid hurt feelings and sadness True caring for each other Sweetness Encouraging one another No put downs to “get ahead” or “feel better” than others Kindness Fun & Laughter

Build Identity: Self, Peers, & Collectively

Build Identity: Self, Peers, & Collectively

• Kindly Remind Them Who They Are: “Remember, in our class we..”

• Explain: This class is our home during the day. – “While in class treat with all people with respect, make our home inviting”

(Define) – Explain what this means when principals, other teachers, substitute

teachers, and other students enter classroom.– How do you treat guests? Want to be treated?– “Polite Zone”; host/hostesses

• Relationship Building: Takes time, is constant

• Example Responses: – “Excuse me?” “I beg your pardon?” “Surely, I didn’t hear…” “Is there

another way to say…?” “Can anyone help…?”

Build Identity: Self, Peers, & Collectively

• Play With Students–Humor/Laughter: Teach to laugh at self, see humor in

others’ actions.–Tease—in a fun way–Don’t be afraid (or embarrassed/too proud) to apologize–Games–Be fair

• Understand Ebb & Flow –Give a “break” now and again

• High Expectations

Time Trial & ErrorGood natured teasing & humorWords & Tone:

No put downs (to self or others)No condescending toneNo “curse words”—shut up, crap, sucks, etc.

Demand respect & courtesy at all timesFind ways to connect

Class outside, Quotes, Games

Be real & honestIntegrate when teaching/during activities

Building Identity: How do I get there?

Remind them who they are as a person

“Certainly you didn’t mean…” “Is that they way we treat others in our class?”

Teach to recognize “mean” or “hurtful” tones “Goodness, I am sure you did not mean it to sound like… could you rephrase…?” “Can

anyone help him/her rephrase?”

Apologize: Put Ups; Save Face “Wow. That was a bit mean, you really should apologize.”

Let them know what you are thinking (Ex. Giving break/why)

Flexibility

Building Identity: How do I get there?

A big THANK YOU to our panelists and faculty!Thanks to everyone for attending!

Let’s give the panelists a round of applause for taking time to share with us!

Your Feedback-chat windowPlease share general thoughts/feedback on this webinar.

What did you learn?What is best day/time?

Recording will be here on the UTA New Teacher Blog

http://blog.uta.edu/utanewteachers

Facebook page: UT Arlington-Curriculum and Instruction

We hope to see you next time!

Webinar 3 (November 16, 1:00 pm, CST): Behavior Management (Dr. Jon Leffingwell, Dr. Diane Galloway)

For questions, email Dr. Semingson peggys@uta.edu